Forestry education in the Republic of Srpska at the beginning of the 21st century
DOI:
https://doi.org/10.63356/gsf.2025.003Keywords:
education, Faculty of Forestry, Forestry, Republic of Srpska, researchAbstract
Education is a fundamental strength of prosperity of every society, and investing in education is a pledge for the future with the aim of achieving social progress and the well-being of the community. Forestry education has a biotechnical character due to the multifunctionality of forestry. The social importance of education in forestry in Republika Srpska stems from the importance of forests (the function of forests), the ownership structure of forests and forest management entities, the importance of the forestry economy and related sectors. The modern age is characterized by the expansion of education due to the emergence of new technologies and materials, the accelerated flow of information and the inevitable globalization and integration. Two levels of forestry education (secondary and higher education) are represented in Republika Srpska. Higher education is carried out according to the principles of the Bologna Declaration (1999), which aims to promote competitiveness and employment in the European labor market. The consistent implementation of the Bologna Declaration in higher education practice in the field of forestry implies a sufficient number of quality teachers and associates and material and technical conditions. The main problem of education is the decreasing number of students and the low interest in forestry education, which is largely due to changes in the demographic structure of Republika Srpska. In order to develop forestry education, there is a need to increase interest in the forestry profession with the development of awareness of the importance of forest ecosystems and forestry at all levels of education. Curricula should be tailored to acquire knowledge of the contemporary achievements of science and its application in practice. Lifelong learning and a dual education system, especially in secondary schools, are an imperative of the forestry education process. Education should be tailored to the needs of the economy and long-term and economically needed scientific research should be a major development component of the forestry sector.
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